Bridging Social Justice-Oriented Theories to Practice in Teacher Education Utilizing Ethical Reasoning in Action and Case-Based Teaching

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Author(s): Kara Maura Kavanagh (James Madison University, USA)
Copyright: 2022
Pages: 23
Source title: Research Anthology on Racial Equity, Identity, and Privilege
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-6684-4507-5.ch020

Keywords: Gender and Diversity / Information Science Reference / Political Science / Social Sciences & Humanities

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Abstract

Teachers rarely have preparation to analyze and disrupt the social (in)justice ethical dilemmas that arise in their classrooms. Scans of newspaper headlines reveal teachers making unethical decisions. Yet, teacher education programs rarely include opportunities for students to systematical analyze social justice-oriented cases that illuminate the inequities rooted in our sociocultural context of teaching and learning. This chapter overviews the process for social justice-oriented case-based teaching with an ethical reasoning framework to bridge the theory-to-practice gap in social justice teacher preparation.

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Bridging Social Justice-Oriented Theories to Practice in Teacher Education Utilizing Ethical Reasoning in Action and Case-Based Teaching

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